The Common Core State Standards present unique demands on students ability to learn vocabulary and teachers ability to teach it. The authors address these challenges in this resource. Work toward the creation of a successful vocabulary program, guided by both academic and content-area terms taken directly from the mathematics and English language arts standards.
Benefits
- Learn to incorporate CCSS vocabulary into teaching and student learning.
- Recognize the impact that quality vocabulary instruction can make on reading ability, mental process, and academic achievement.
- Understand how students learn vocabulary.
- Make academic and content-area terms from the CCSS relevant to students.
- Create a system of assessment that tracks students progress with CCSS vocabulary.
Robert J. Marzano, PhD, is the cofounder and CEO of Marzano Research Laboratory in Denver, Colorado. Throughout his forty years in the field of education, he has become a speaker, trainer, and author of more than thirty books and 150 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include
The Art and Science of Teaching, Leaders of Learning, On Excellence in Teaching, Effective Supervision, the
Classroom Strategies series, and
Using Common Core Standards to Enhance Classroom Instruction and Assessment. His practical translations of the most current research and theory into classroom strategies are known internationally and are widely practiced by both teachers and administrators. He received a bachelor's degree from Iona College in New York, a master's degree from Seattle University, and a doctorate from the University of Washington.
Julia A. Simms, EdM, MA, is director of publications for Marzano Research Laboratory in Denver, Colorado. She has worked in K-12 education as a classroom teacher, gifted education specialist, teacher leader, and coach. She is coauthor of Coaching Classroom Instruction and Using Common Core Standards to Enhance Classroom Instruction and Assessment and has led school- and district-level professional development on a variety of topics, including literacy instruction and intervention, classroom and schoolwide differentiation, and instructional technology. She received her bachelor's degree from Wheaton College in Wheaton, Illinois, and her master's degrees in educational administration and K-12 literacy from Colorado State University and the University of Northern Colorado, respectively.
